Effects of Group Work Training on Science Attainment in Rural and Urban Schools

Autor/inn/en	Thurston, A.; Topping, K. J.; Christie, D.; Donaldson, C.; Howe, C. J.; Jessiman, E.; Livingston, K.; Tolmie, A.
Titel	Effects of Group Work Training on Science Attainment in Rural and Urban Schools
Quelle	In: Research in Science & Technological Education, 26 (2008) 1, S.31-45 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
Schlagwörter	Student Attitudes; Job Skills; Rural Urban Differences; Achievement Gains; Experimental Groups; Performance Based Assessment; Group Experience; Science Education; Science Process Skills; Questionnaires; Intervention; Naturalistic Observation; Pretests Posttests; Program Effectiveness; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Schülerverhalten; Produktive Fertigkeit; Stadt-Land-Beziehung; Achievement gain; Leistungssteigerung; Leistungsermittlung; Naturwissenschaftliche Bildung; Fragebogen; Naturbeobachtung
Abstract	This study investigated the effects of collaborative group work skills training on pupil attainment in science. Twenty-four experimental classes were drawn from schools in rural and urban settings. Pupils in experimental classrooms engaged in general group work skills training and two structured group work activities in science. Attainment was assessed using the Performance Indicators in Primary Schools (PIPS) instrument. Significant gains in science attainment were observed in the experimental urban and rural classes. Significant changes in observed group work behaviours were observed in both urban and rural classes. Changes in group work behaviour were correlated to increased science attainment. The implications for practice, policy and future research are explored. (Contains 2 tables.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10